Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors

Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors

This article presents a quantitative characterization of the language of early childhood educators, with the goal of identifying their lexical preferences and typical uses in the socio-affective domain. In this cross-sectional, descriptive study, 20 participants were selected by convenience sampling...

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Autores principales: Lería Dulčić , Francisco José, Acosta Peña, Roxana Nora, Sasso Orellana, Patricia Ester
Formato: Online
Lenguaje:eng
Publicado: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2021
Acceso en línea:https://redie.uabc.mx/redie/article/view/4168
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spelling redie-article-41682024-05-08T19:57:26Z Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors Producción de palabras socioafectivas por educadoras de párvulos: densidades léxicas, conglomerados y predictores Lería Dulčić , Francisco José Acosta Peña, Roxana Nora Sasso Orellana, Patricia Ester preschool teachers teacher behavior emotions multivariate analysis docentes de preescolar comportamiento del docente emociones análisis multivariado This article presents a quantitative characterization of the language of early childhood educators, with the goal of identifying their lexical preferences and typical uses in the socio-affective domain. In this cross-sectional, descriptive study, 20 participants were selected by convenience sampling and provided continuous audio recordings, which were transcribed and categorized using LIWC2015 software. The findings show that the greatest lexical densities are associated with the categories “cognitive processes”, “relativity”, “social processes”, “affective processes”, and “perceptual processes”, and a number of subcategories like “motion” and “positive emotion”. Lower densities were found in “anxiety”, “sadness”, health”, “religion”, and “death”. Furthermore, two commonly used clusters were identified: one centered on words with an emotional connotation, and another centered on words with a social connotation. Lastly, the categories “body”, “health”, “motion”, “ingestion”, “causation”, “exclusion”, and “sexual” are good predictors of socio-affective word production. Our findings suggest a distinctive and prominent use of a number of semantic categories associated with the socio-affective domain. Future research directions and their potential to contribute to formative processes in early childhood education are also discussed. Se presenta una caracterización cuantitativa del lenguaje de las educadoras de párvulos con el objetivo de determinar sus preferencias léxicas y los usos típicos en el dominio socioafectivo. Mediante un diseño descriptivo transversal se seleccionó por conveniencia a 20 participantes que proporcionaron grabaciones de audio continuas que fueron transcritas y categorizadas mediante el programa LIWC2015. Los hallazgos muestran que las mayores densidades léxicas están asociadas a las categorías “procesos cognitivos”, “relatividad”, “procesos sociales”, “procesos afectivos” y “procesos de percepción” y diversas subcategorías como “movimiento” y “emociones positivas”. Se encontraron menores densidades en “ansiedad”, “tristeza”, “salud”, “religión” y “muerte”. Además, se identificaron dos conglomerados de uso común: uno centrado en el uso de palabras con connotación emocional y otro centrado en palabras con connotación social. Finalmente, las categorías “cuerpo”, “salud”, “movimiento”, “ingesta”, “causalidad”, “exclusión” y “sexual” son buenos predictores de la producción de palabras socioafectivas. Nuestros hallazgos sugieren el uso distintivo y destacado de varias categorías semánticas asociadas al dominio socioafectivo. Se discuten las proyecciones de este estudio y su potencial para contribuir a los procesos formativos en la educación parvularia. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2021-10-19 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml https://redie.uabc.mx/redie/article/view/4168 10.24320/redie.2021.23.e21.4168 Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 15 Revista Electrónica de Investigación Educativa; Vol. 23 (2021); 1 - 15 1607-4041 eng https://redie.uabc.mx/redie/article/view/4168/2139 https://redie.uabc.mx/redie/article/view/4168/2140 https://redie.uabc.mx/redie/article/view/4168/2152 Derechos de autor 2021 Francisco José Lería Dulčić , Roxana Nora Acosta Peña, Patricia Ester Sasso Orellana https://creativecommons.org/licenses/by-nc/4.0
institution REDIE
collection OJS
language eng
format Online
author Lería Dulčić , Francisco José
Acosta Peña, Roxana Nora
Sasso Orellana, Patricia Ester
spellingShingle Lería Dulčić , Francisco José
Acosta Peña, Roxana Nora
Sasso Orellana, Patricia Ester
Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors
author_facet Lería Dulčić , Francisco José
Acosta Peña, Roxana Nora
Sasso Orellana, Patricia Ester
author_sort Lería Dulčić , Francisco José
title Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors
title_short Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors
title_full Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors
title_fullStr Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors
title_full_unstemmed Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors
title_sort socio-affective word production by early childhood educators: lexical densities, clusters, and predictors
description This article presents a quantitative characterization of the language of early childhood educators, with the goal of identifying their lexical preferences and typical uses in the socio-affective domain. In this cross-sectional, descriptive study, 20 participants were selected by convenience sampling and provided continuous audio recordings, which were transcribed and categorized using LIWC2015 software. The findings show that the greatest lexical densities are associated with the categories “cognitive processes”, “relativity”, “social processes”, “affective processes”, and “perceptual processes”, and a number of subcategories like “motion” and “positive emotion”. Lower densities were found in “anxiety”, “sadness”, health”, “religion”, and “death”. Furthermore, two commonly used clusters were identified: one centered on words with an emotional connotation, and another centered on words with a social connotation. Lastly, the categories “body”, “health”, “motion”, “ingestion”, “causation”, “exclusion”, and “sexual” are good predictors of socio-affective word production. Our findings suggest a distinctive and prominent use of a number of semantic categories associated with the socio-affective domain. Future research directions and their potential to contribute to formative processes in early childhood education are also discussed.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2021
url https://redie.uabc.mx/redie/article/view/4168
_version_ 1798984266013474816

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